Problematizing the "reason" of schooling as historical and political, in this book leading international and interdisciplinary scholars challenge the common sense of schooling and the relation of society, education, and curriculum studies. Examining the limits of contemporary notions of power and schooling, the argument is that the principles that order school subjects, the curriculum, and teaching reforms are historical practices that govern what is thought, acted on, and talked about. Highlighting the dynamics of social exclusion, the normalizing of people through curriculum, and questions of social inclusion, The "Reason" of Schooling underscores the urgency for rethinking curriculum research.
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Thomas S. Popkewitz is professor, Department of Curriculum and Instruction, University of Wisconsin–Madison, USA.Review:
"Three questions provide a focus for the volume: What principles of “reason” historically order schooling, its subjects, and reforms? What historical conditions make those subjects possible? How can those conditions, and especially the problems of exclusion, be rethought?...Summing Up: Recommended. Graduate students, researchers, and practitioners."- R. R. Sherman, emeritus, University of Florida, in CHOICE, April 2015
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